Difficulties Encountered by Calaca Senior High School Learners in Science Subjects: An Input to Game Based Learning Strategy (GBLS)

Abstract

The main purpose of the study was to identify the difficulties encountered by the learners and its effect on learners’ attitude/behavior, interest, and comprehension. The study also assessed game-based learning as a form of teaching strategy. A total of 246 learners participated in this study, and a descriptive quantitative design was administered. The methods employed were pre-test and post-test using ten item two-tier multiple choice test; games such as mahjong chem, periodic table battleship, balancing chemical equation, periodic table bingo together with direct instruction of the subject matter; and a survey on the learners’ assessment as to effectiveness of the strategy using Likert scale. Frequency, ranking, weighted mean, Pearson r and T-test were used for the analysis of the study using the Statistical Package for Social Sciences (SPSS). The result revealed that there was a statistical relationship at the level (0.05) between the difficulties and the effect of difficulties encountered by the learners. Consequently, the two-tier pre-test and post-test scores implied that there was significant difference on scores after utilizing game-based learning strategy. Limitations of the study were the respondents, sample size and location of the study. The overall results supported the potential of GBLS in enhancing learners’ academic performance in Science.